Instigating a paradigm shift in English Language education in Hong Kong
The team comprising Prof. Sandy S. C. Li, Mr. Tony K. H. Lai, and Dr. Anita Y. K. Poon from the Department of Education Studies has undertaken a series of three research projects since 2012 that instigated a paradigm shift in English Language education in Hong Kong. These projects funded by Education Bureau (EDB) evaluated the effectiveness of implementation of Hong Kong’s English curriculum reform, examined how e-learning was applied to English reading and writing, and investigated the feasibility of designing a Student Adaptive Learning (SAL) System, a more advanced e-learning tool to enhance students’ self-directed learning, for English reading.
Findings of these projects create impact on English Language education practices in Hog Kong by developing knowledge structure of reading skills for SAL and by constructing assessment tasks. Impact on English Language education policy is reflected in the EDB’s initiatives in building online assessment resources in reading and writing, developing knowledge structure of reading skills for SAL, and constructing assessment tasks for SAL. The projects also brought about EDB’s implementation of support schemes for upgrading schools’ WiFi infrastructure for facilitating e-learning. The project team developed an e-platform and e-packages that resolve curriculum and practices issues in traditional classrooms of treating teaching and assessment as separate tasks as well as time constraints for addressing in-depth learning and diverse learning needs. Reading and writing are integrated in the design of e-packages underpinned by Task-Based Language Learning. The integration of teaching and assessment is made possible through the Learning-Teaching-Assessment framework of e-packages, and the functions of teacher online marking and instantaneous feedback to students provided by the e-platform. The new pedagogy – e-learning – allows students to work at their own pace, thus helping them to become self-directed learners.
Feedback from users shows that these e-packages are well-received by teachers and students, and the e-platform is deemed effective in promoting students’ self-directed learning. Students using the e-packages found the e-assessment tasks motivating, and their self-learning ability enhanced through annotations. Teachers reported that they gained more understanding of assessment literacy and new pedagogies, and more awareness of using the e-platform to address learner diversity.
Project Team Members
|Prof. Sandy Li||
|Dr. Anita Poonemail@example.com||3411 5784|
|Mr. Tony Laifirstname.lastname@example.org||3411 5551|